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Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study

This randomized trial study aimed to analyze the efficacy of two different school-based interventions—normal preschool literacy teaching, and the PASSI intervention carried out for different durations (12 versus 30 weeks)—on notational knowledge of bilingual language-minority (BLM) preschoolers and...

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Autores principales: Incognito, Oriana, Bigozzi, Lucia, Vettori, Giulia, Pinto, Giuliana
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8553984/
https://www.ncbi.nlm.nih.gov/pubmed/34721139
http://dx.doi.org/10.3389/fpsyg.2021.686285
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author Incognito, Oriana
Bigozzi, Lucia
Vettori, Giulia
Pinto, Giuliana
author_facet Incognito, Oriana
Bigozzi, Lucia
Vettori, Giulia
Pinto, Giuliana
author_sort Incognito, Oriana
collection PubMed
description This randomized trial study aimed to analyze the efficacy of two different school-based interventions—normal preschool literacy teaching, and the PASSI intervention carried out for different durations (12 versus 30 weeks)—on notational knowledge of bilingual language-minority (BLM) preschoolers and their monolingual peers, after controlling their linguistic background and socio- economic status. A total of 251 children aged 4–5 years (M age = 4 years and 8 months; SD age = 6 months; 49% males, 51% females) were recruited from 19 classes in five preschools and randomly assigned to three groups that corresponded to different notational-focused interventions: (1) normal preschool literacy teaching (Condition 1; n = 47); (2) the PASSI intervention carried out for 12 weeks (Condition 2; n = 119); and (3) the PASSI intervention carried out for 30 weeks (Condition 3; n = 85). We collected two waves of data before and after the interventions regarding notational knowledge and phonological skills. Using the mixed ANOVA, we found that the PASSI intervention (both durations of 12 and 30 weeks) led to a significantly higher level of notational knowledge in BLM children and their monolingual peers. In addition, we observed that with the PASSI intervention carried out for 30 weeks, the baseline difference between BLMs and their monolingual peers was nullified. This study demonstrates that well-designed, school-based programs can benefit language-minority children by supporting their emergent notational knowledge. This paper also discusses implications for bilingual education policymaking.
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spelling pubmed-85539842021-10-30 Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study Incognito, Oriana Bigozzi, Lucia Vettori, Giulia Pinto, Giuliana Front Psychol Psychology This randomized trial study aimed to analyze the efficacy of two different school-based interventions—normal preschool literacy teaching, and the PASSI intervention carried out for different durations (12 versus 30 weeks)—on notational knowledge of bilingual language-minority (BLM) preschoolers and their monolingual peers, after controlling their linguistic background and socio- economic status. A total of 251 children aged 4–5 years (M age = 4 years and 8 months; SD age = 6 months; 49% males, 51% females) were recruited from 19 classes in five preschools and randomly assigned to three groups that corresponded to different notational-focused interventions: (1) normal preschool literacy teaching (Condition 1; n = 47); (2) the PASSI intervention carried out for 12 weeks (Condition 2; n = 119); and (3) the PASSI intervention carried out for 30 weeks (Condition 3; n = 85). We collected two waves of data before and after the interventions regarding notational knowledge and phonological skills. Using the mixed ANOVA, we found that the PASSI intervention (both durations of 12 and 30 weeks) led to a significantly higher level of notational knowledge in BLM children and their monolingual peers. In addition, we observed that with the PASSI intervention carried out for 30 weeks, the baseline difference between BLMs and their monolingual peers was nullified. This study demonstrates that well-designed, school-based programs can benefit language-minority children by supporting their emergent notational knowledge. This paper also discusses implications for bilingual education policymaking. Frontiers Media S.A. 2021-10-15 /pmc/articles/PMC8553984/ /pubmed/34721139 http://dx.doi.org/10.3389/fpsyg.2021.686285 Text en Copyright © 2021 Incognito, Bigozzi, Vettori and Pinto. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Incognito, Oriana
Bigozzi, Lucia
Vettori, Giulia
Pinto, Giuliana
Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study
title Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study
title_full Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study
title_fullStr Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study
title_full_unstemmed Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study
title_short Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study
title_sort efficacy of two school-based interventions on notational ability of bilingual preschoolers: a group-randomized trial study
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8553984/
https://www.ncbi.nlm.nih.gov/pubmed/34721139
http://dx.doi.org/10.3389/fpsyg.2021.686285
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